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Psychology 1A > learning: Behaviourists > Flashcards

learning: Behaviourists Flashcards

1
Q

definition of learning

A

A lasEng change in observable and non- observable behaviour or funcEon due to an animal adapEng to its environment
– Can be evident at the behavioural or physiological level

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2
Q

returning to the dawn of psychology

A

Wundt (1879) Leipzig – Structuralism – Method: introspecEon
• ReacEons to Wundt’s Structuralism – FuncEonalism (James) – goals
– Gestalt (Wertheimer) – sum is greater than is parts – Psychodynamic approach (Freud) - unconscious – Behaviourism . . .
Behaviourism (1900-1960) – JB Watson (1913)
– BF Skinner (1948) Walden Two
• Basic tenets of Behaviourism
– anE-mentalisEc
– measure overt behavior – characterize all animal behaviour
• “Learning” is synonymous with Behaviorism

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3
Q

behaviourism

A

Watson’s 1913 Manifesto

  1. Subject of psychology is not the mind but behavior (i.e., observable acEons).
  2. Goal of psychology is to idenEfy environmental condiEons that cause individuals to behave in certain ways.
  3. Only describe environment-behavior relaEonships; no reference to the mind.
  4. No difference between human and animal behavior.
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4
Q

psychology of learning

A

Much study was devoted to learning in the early 20th Century
• Early Behaviourists were: Pavlov, Watson 7 Skinner
• Believed that the process of learning was the same regardless of who was learning what
– Any child/person from any background could be educated to do anything
• To study learning, they tended to use animals in simple situaEons to try and discover the basic law of learning

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5
Q

more on psychology of learning

A

They argued that:
– All complex situaEons could be broken down into simple parts
– Once you know how learning works in simple situaEons, you can translate this into how humans learn
• Instead of discovering one law that covered all learning, they discovered many laws for learning in various animals
• Many of these laws, form the basis of much modern understanding and are the basis of methods used to treat some disorders

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6
Q

different types of learning

A 
•  HabituaEon& SensiEsaEon
•  CondiEoning
–  Classical/Pavlovian
–  Instrumental/Operant
•  CogniEve approaches to learning
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7
Q

habituation

A

• Simplest form of learning
• The decline in response to a sEmuli once the sEmuli has become familiar
• Wyers, Peeke & Herz (1973) – HabituaEon allows animals to ignore the familiar and focus on more important informaEve events
• HabituaEon is clearly reliant on memory
– We compare the sEmulus to what we know about
similar ones from previous experience
– If it is familiar or harmless we don’t ahend to it
– If it is unfamiliar we will ahend to it as it may be dangerous

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8
Q

dehabituation

A

A previously predictable stimulus changes, causing the organism to renew its attention to the stimulus.

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9
Q

sensitisation

A

The opposite of HabituaEon
– Organisms become more sensitive to environmental sEmuli
– E.g. amer a painful experience, heightened sensory sensiEvity
• Modulated by arousal
– Habituation and sensitisaEon are in competition – Behavioural outcome is a combinaEon of both

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10
Q

ascociative learning

A

Thinking of learning as a series of associaEons has

been around since the 1600’s (John Locke) • Pavlov was the first to experiment with this

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11
Q

pavlovian conditioning:in classical conditioning

A

animals learn about the associaEon between one sEmulus and another.

example in humans is the association between smells and songs…the emotional experience

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12
Q

classical conditioning

A

SystemaEc pairing together of a natural response and some neutral sEmulus causes an associaEon between the two

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13
Q

before and after conditioning

A
  • Before condiEoning:
  • an uncondi2oned s2mulus (US, such as food)
  • elicits an uncondi2oned response (UR, such as salivaEon) • Condi2oned s2mulus (CS) is something neutral
  • Amer condiEoning:
  • Amer repeaEng pairings of the CS and the US, the CS comes to elicit the Condi2oned Response (CR)
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14
Q

features of classical conditioning

A 
•  AcquisiEon
•  Second/higher order condiEoning •  ExEncEon
•  Spontaneous recovery
•  SEmulus GeneralisaEon
•  SEmulus DiscriminaEon
•  Temporal ConEguity
•  Predictability – Tuning responses –  Intensity
–  ExpectaEons
–  Blocking Effects
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15
Q

features of classical conditioning: acquisition

A

• MulEple pairing or single pairing
– Depends on the strength of the iniEal UR – One-trial/Single trail Learning
example:
The amount of saliva a dog produces when only the CS is presented

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16
Q

higher order conditioning: second order conditioning

A

When a CS-US relaEonship is well established, the CS can be preceded by a second, neutral sEmulus.

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17
Q

extinction

A

Trials in which the CS is presented without the US lead to ex2nc2on

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18
Q

operant or instrumental conditioning

A

is the learning process in which an acIon’s consequences determine the likelihood that the acIon will be performed in the future
means of conditioning by consequence

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19
Q

Thorndke

A

•showed The Law of Effect
– Behaviour is governed by its consequences
– Performance is strengthened if it’s followed by a reward and weakened if it is not

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20
Q

Thorndykes cats

A

Would try many random moves to get out of the box and get a treat but would fail until they learn of the leaver and each time responded faster

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21
Q

what is a reinforcer

A

is a stimulus that is presented after a response and increases the likelyhood of the behaviour being repeated
Only a reinforcer if the desired behaviour is repeated

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22
Q

B.F. Skinner

A
  • Focused on the observable behaviors of pigeons and rats rather than the study of the mind through introspecIon
  • Skinner’s systemaIc studies led to many of the principles of learning we know today and have been influenIal in many areas from classrooms to clinics
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23
Q

reinforcers:primary

A

those satisfying basic biological needs

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24
Q

reinforcers:secondary

A

those that do not satisfy basic biological needs and are learned through classical conditioning e.g. money Eg money

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25
Antecedants
An animal must lear the relationship between a response and a reinforcement and the conditions in which this association will hold the animal will learn in which condition it will hold e.g. when light is on and bar is pressed for will come but when light is off and var is pressed food will not come Many responses in instrumental learning are behaviors that fall into an animal’s natural repertoire Less “natural” behaviors can be shaped by reinforcing successive approximations of the behavior.
26
schedules of reinforcement: partial reinforcement
Less “natural” behaviors can be shaped by reinforcing successive approximations of the behavior. intervals between reinforcement must be fixed or variable
27
partial reinforcement extiction effect
operant conditioning is effected by the schedule of reinforcement Greater persistence of behavior under parIal reinforcement than under conInuous reinforcement
28
continuos reinforcement
reinforcement given after every desired behaviour
29
Behaviour modification
The use of operant-condiIoning techniques to eliminate unwanted behaviors and replace them with desirable ones
30
Both punishment and reinforcement can be positive and negative
• Reinforcement increases the probability of a behavior occurring in the future while punishment decreases the probability of a behavior occurring in the future
31
parental punishment
OXen applied ineffecIvely and may have unintended and unwanted consequences – Learning to avoid punishment rather than decreasing intended behavior • Can lead to negaIve emoIons • May not be as strong as the reinforcing properIes of the behavior itself – Spanking
32
Phobias and addictions have...
learned componants
33
phobiasL treatment
exposure therapy | counterconditioning
34
addictions: learned coponants
conditional drug effects are common smell of coffee increases alertness in coffee drinkers PresenIng drug addicts with cues associated with drug ingesIon leads to cravings and various physiological responses associated with withdrawal, such as changes in heart rate and blood pressure
35
Shaping behaviour is done through...
reward and punishment
36
types of basic learning processes
classical conditioning habituation observational learning
37
behaviouralism has been challenged by...
Seligmans work on preparedness | Garcias work on taste aversion
38
schedules of reinforcement has affects on
learnin | performance
39
ivan pavlov
accidentally was the researcher who originally described classical conditioning was a physiologist
40
a connectionist model
a connection of neutrons that are described mathematically and used to model aspects of learning
41
continuos reinforcement
produces rapid learning | extinction occurs more rapidly
42
partial reinforcement
produces behaviour earned more slowly | behaviour is more resistant to extinction
43
examples of operant conditioning in changing behaviour
shaping | chaining
44
Skinner
developer of operant conditioning and supporter of behaviourism
45
theories relating to classical conditioning
preparedness aversion therapy immune functioning
46
ways in which classical conditioning cn elicit bodily responses
allergic rections ANV immune system réponses
47
superstiticious behaviour
repeating a behaviour although there s i evidence it has any effect on the outcome
48
differences between classical conditioning and operant conditioning
cc focusses on elicited behaviours oc focusses on emitted behaviours cc learning occurs through CS-UCS pairings oc behaviours change when responses become associated with certain consequences
49
generalisation
using the same strategies when encountering stimuli of the same nature e.g. vending machine
50
discrimination
using a different strategy when encountered with a new stimuli e.g. using different strategy from vending machine to cel phone
51
cognitive self evaluation
represents important internal reinforcers and punishers
52
little abert
ecperiment was conducted by Raynor and Watson | he was conditioned to associate a natural stimulus with and unnatural loud noise which initiated a fear response
53
importatn principles of classical conditioning
acquisition extinction spontaneous recovery
54
Bandera Bobo doll ecperiment found
media violence provides aggressive models edia violence habituates us to the sight of violence media violence reduces viewers concern about the suffering of others
55
Banderas social cognitive theory
mphasizes that people learn through observation
56
higher order conditioning is...
when a neutral stimulus becomes a CS after it is paired with an already established CS
57
correlational research around behaviours associated with child corporal unisment incluue
a decrease in quality of parent child relationship | increased aggressive behaviour in childhood and later
58
fixed schedule of reinforcement
reinforcement always occurs after a certain period of time has passeed
59
systematic desensitixation
involves training a person relaxation before exposing them gradually to the phobia
60
interval schedules of reinforcement
a certain amount of time must elapse between reinforcement regardless of how many responses happened in that time period
61
examples of operant conditioning to change someones behaviour
chaining | shaping
62
spontaneous recovery
salivating dog example if you condition a dog to salivate at a tone then play the tome without meat being presented constantly the dog will stop salivating play the ton again later though and the dog may salivae again
63
swlf efficiency
Banderas theory | says people belief that they have the capability to perform behaviour that will produce a desired outcome
64
secondary reinforcers
secondair reinforcers are stimuli that acquire their reinforcer properties through association with primary reinforcers
65
The SR model is preferred by...
behaviourists
66
The SOR model is preferred by...
cognitive scientists

Psychology 1A (14 decks)

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